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(1116) ROBOTICS IN PRIMARY SCHOOL CURRICULUM

机译：（1116）小学课程的机器人

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The government of the Czech Republic approved in November 2014 Strategy of Digital Education 2020 which defines the priorities in the field of the use of new methods and ways of learning with the support of digital technologies, strengthening of digital literacy and the development of both digital competences and computational thinking of pupils. To fulfil the strategy, there is a necessity to assure the conditions and adjust the curricular documents which are the base of the educational programmes of individual schools. Our survey is aimed to contribute to this process, describe and explore what way and to what degree the work with robotic kits is currently integrated into the lessons at the primary schools in the Czech Republic and Slovakia. Robotics and robotic programming are not included in the Czech curricular documents. However, there are some primary schools where robotic kits are used in lessons in spite of its unfavourable initial position and hereby robotics has its role not only within leisure time activities. To map the way and range of robotics teaching, Czech primary schools and lower level of grammar schools were addressed by means of the online questionnaire which target group were the teachers of higher primary schools and lower level of grammar schools. From the obtained responses is evident that robotic kits LEGO Mindstorms are used in Czech schools the most frequently. To be more specific robotic kits are used in technically oriented subjects such as Informatics, Technical Education and Physics, not only in algorithm and programming teaching but also in a variety of further activities. We focused on the school educational programmes of some representative schools to find out how robotics is integrated in lessons despite the absence in the frame educational programme. An interesting point is that despite its absence in the curriculum of primary education, robotic kits are used by the teachers all school year long usually in middle big groups which size is typical for language lessons. From the responses, there are also evident some deficiencies which emerge from the current position of robotics in Czech education, e.g. the absence of sufficient amount of robotic kits and/or an adequate time grant.
机译：捷克共和国政府于2014年11月批准的数字教育战略2020年，其中限制了利用新方法和学习方式的优先事项，以支持数字技术，加强数字识字和数字竞争力的发展和学生的计算思维。为了履行策略，必须确保条件并调整课程文件，这些文件是个人学校教育计划的基础。我们的调查旨在为这一过程做出贡献，描述和探索与机器人套件的​​工作目前融入捷克共和国和斯洛伐克的小学的课程。机器人和机器人编程不包括在捷克课程文档中。然而，有一些小学，尽管其不利的初始位置，但是机器人不仅在休闲时间内的作用，机器人套件仍然存在课程。为了映射机器人教学的方式和范围，通过在线问卷来处理捷克小学和较低水平的语法学校，目标集团是高等学校教师和较低的语法学校的教师。从所获得的反应中显而易见的是，机器人试剂盒乐高思维最常用于捷克学校。更具体的机器人试剂盒用于技术导向的科目，例如信息学，技术教育和物理学，不仅在算法和编程教学中，而且还在各种进一步的活动中。我们专注于一些代表学校的学校教育计划，以了解机器人在框架教育计划中缺席时如何纳入教训。一个有趣的观点是，尽管它在初等教育课程中缺席，但教师所有学年都使用了机器人套件，通常在中部大群中，大小是语言课程的典型典型。从回应中，还有一些缺陷，从捷克教育的当前机器人的位置出现，例如，从事机器人的现场。没有足够量的机器人套件和/或适当的时间授权。

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